Dance education in the P-12 setting serves many purposes, including creating technicians, producing creative thinkers, and increasing students' understanding of emotional and physical health. However, in settings where there is often only one teacher running an underfunded program, how is it possible to attain all these goals? The instructor must implement an intentionally inclusive pedagogy in the dance technique class. This article addresses methodologies, or best practices, that blend a somatic approach to movement with experiences directed toward multiple intelligences to create a classroom environment conducive to students' technical, artistic, personal and spiritual growth. The article explores practical examples of secondary pedagogy designed to create a safe environment in which dance students may take risks. Also included are methods that create multiple inroads to dance, allowing students to share their strengths while developing skills in areas where they feel challenged.